Babysitting Basics®

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Babysitting BasicsC O N T E N T S : P a g eP r o g r a m D e s c r i p t i o n 2G o a l s a n d O b j e c t i v e s 3R u n n i n g t h e P r o g r a m 4P r o g r a m C o n t e n t 5P r e r e q u i s i t e S k i l l s , C o n c e p t s , a n d Vo c a b u l a r y 6T e a c h i n g S t r a t e g i e s 7H a r d w a r e U s a g e 9R e f e r e n c e s 1 0

Program DevelopersP r o d u c t D i r e c t o r G e o r g e L . S p e n g l e rE d i t o r C o n n i e C . O u d i n gP r o g r a m m e r F r a n k G . A n d r e w sW r i t e r L a u r a n L . C o o lI l l u s t r a t o r J a m e s R . D r a c y

This MCE program is copyrighted and all rights are reserved by MCE Inc.The distribution and sale of this product are intended for the use of theoriginal purchaser only and for use only on the computer system specified.Copying, duplicating, selling or otherwise distributing this productwithout the express written permission of MCE Inc. are violations of U.S.Copyright Law and are hereby expressly forbidden. ©Copyright 1986 byMCE Inc. All rights reserved. Printed in the U.S.A.

Only the highest quality educational design and programming go into ourMCE programs. If, however, you receive a program damaged in shipmentor production, return it within 30 days for a free replacement.

PROGRAM DESCRIPTIONThis program was developed for the Apple II family of microcomputersand designed for students in grades 6 through adult to help prepare themfor babysitting. Segments of the program cover information and instructions students should ask of parents, basic child care tips, using commonsense, and handling emergencies.

GOALS AND OBJECTIVESGOALS:1. To prepare students for babysitting.2. To provide needed emergency information for sitters.

OBJECTIVES:At the conclusion of this program, the student will be prepared to:1. Talk about the most important characteristics of a good babysitter.2. List the phone numbers which should be available for a sitter.3. Given the words, "when," "where," and "how," tell what a sitter

needs to know before parents leave.4. Tell what is the most important job of the babysitter.5. Tell which are the two most dangerous rooms in a home.6. Tell when and how to check on sleeping children.7. Describe the effects of ignoring a child's inappropriate behavior.8. Discuss bathing children as a parent/sitter responsibility.9. List 6 ways of child-proofing a home.10. Discuss ways to handle phone calls for parents.11. Tell when one should open the door.12. Discuss circumstances under which the parents should be called.13. Explain how to treat bruises, bumps, and sprains.14. Describe the treatment of minor burns.15. Tell what the first steps should be in treating a child who has swal

lowed poison.16. Discuss necessary actions in saving a tooth that's been knocked out.17. Tell how a sitter should respond if there's a fire.

RUNNING THE PROGRAMTo begin an MCE program, you must first insert the disk into the diskdrive with the label side up. After sliding the disk into the drive, turn onyour monitor and then the computer. Your MCE program will automatically load into the machine and begin to display information on the monitor. When parts of the program are loading, the light on the disk drive willbe on. Because of the extensive memory involved in the writing of MCEprograms, the loading light will go on periodically while viewing the program. Therefore, never take the disk from the disk drive while runningany MCE program.

If you have an Apple 11+ and someone with technical knowledge isavailable, you may wish to have the Reset key switch within the machineswitched to the left. Then the Reset key cannot be unintentionally activated but can be used by pressing down the CTRL key and then pressingthe Reset key.

Pressing the ESC (escape) key during the running of this program automatically returns the student to the main program menu. It should, however, be noted that the student must run the introductory frames which askhis or her name prior to the execution of this feature.

PROGRAM CONTENTBABYSITTING has four program segments:

A. Before they leaveB. Common senseC. Basic child careD. Emergencies

Initially, the student explores expectations that parents will have of a babysitter and that a babysitter should have of parents. The traits of being ontime and of liking children are important for anyone who wants to carefor children. Also, parents should not expect a babysitter to bathe youngchildren, to clean up the house, or to care for sick children.

The first segment covers what information a babysitter should get fromparents before they leave — what time to feed the children, what time theyshould go to bed, where the phones are, what numbers to call in case ofemergency, the location of the fire extinguisher, where items are locatedthat the babysitter might need (such as diapers), and any special instructions the sitter might need to know. In this and further segments, studentsare asked to interact with the program as if they were in certain babysitting situations with Mr. and Mrs. Smith's two children, 10-month-oldMary and 2-year-old Jeff.

Segments B and C cover basic, common-sense ways of dealing with situations and conflicts that might arise while caring for children and basicchild care information. Should you do homework while babysitting? Talkon the phone to friends? Change the baby's wet diaper if you've neverchanged a diaper? Wake the baby for her feeding? Give in to a toddler'stemper tantrums?

Segment D covers what to do in emergencies. The student makes decisionsfor handling various kinds of emergencies — what to do in case of fire;what to do if someone tries to break into the house; what kind of first aidto use for bruises, choking, bleeding, burns, or a tooth knbcked out; andhow to determine if an injury warrants calling for help.

PREREQUISITE SKILLS,CONCEPTS, AND VOCABULARY

All learners will need to know something about operating the microcomputer in order to interact with this program successfully. Students will beasked to type:1. Their name.2. Letters, numbers, and single-word answers.3. Short sentences in answer to questions.

All students need to know the location of the RETURN key. This 4cey isused at the end of most frames. Pressing the RETURN key advances thelearner to the next frame. The student also needs to press the RETURNkey at the end of all question inputs.

This program assumes that the users have at least a third- to fourth-gradereading level. The vocabulary specific to this program and with which theuser could have difficulty follow. Those words starred are important toconcept development.

abdominal ♦accident♦ambulance blister♦bruise commercial

cupboard ♦dangerous♦electrical ♦emergency♦extinguisher Heimlich♦ignoring impossible♦information ♦instructions

intruder liquid♦message ♦neighborpatience ♦poisonous♦pressure responsiblescientist situationsupplies ♦swallowed♦swollen tantrumthrust ♦unbreakable

Carroj county PuWte UW^Westminster BmmhTEACHING STRATEGIES

Prior to running this program, it might be helpful to ask how many ofyour students have done babysitting before. Encourage students to talkabout how they feel about their babysitting experiences, what situationshave arisen in which they had to make a decision while babysitting, andwhat they feel is appropriate behavior from children, parents, and sitters.This kind of class discussion will stimulate interest and will allow studentsto learn from each other's experiences.

Some suggestions for using this program's part of a unit of study follow:1. Invite classroom guests:

a. A Red Cross worker could talk about services and first-aid classesand could demonstrate first-aid and talk about common accidentsin the home.

b. A pediatrician, pediatric nurse, or child psychologist could talkabout behavioral problems in children and the common stages ofemotional development

c. Parents of young children could talk about what they expect ofbabysitters.

d. Child care workers could talk about their profession and aboutdealing with discipline and other problems.

2. Take a class trip to a day care center or nursery school.3. Assign students to interview parents and children, asking questions

about what they expect from babysitters, the qualities of a good babysitter, etc. They could report on these interviews in class and discussways to meet the needs of parents, children, and babysitters.

4. Give demonstrations or lectures on child safety, child proofing ahome, and entertaining children.

5. Bring in children and have students demonstrate appropriate ways tocare for and interact with them. Give a demonstration in diaperingand feeding a baby.

6. Have parents or teachers come in and interview students as if theywere looking for a babysitter.

7. Create a homemade board game with various situations given in theprogram. Students go forward or backward depending on theiranswers.

8. Give students individual maps of one home. They pretend they justwalked into the home as babysitters and don't know where anythingis. Have them list room by room what they need to know (e.g., location of light switches and the fire extinguisher). This makes studentsthink about what to ask parents before beginning the job.

9. Give students a group of objects, including toys. Have them pick outunsafe objects and tell why they're unsafe.

10. Have students role play parent-babysitter-toddler scenarios. If parentsdon't remember to tell the babysitter something, she may not do itand a problem may result. If the toddler misbehaves, the babysitterwill have to use wit and ingenuity to handle the behavior.

HARDWARE USAGETHE MICROCOMPUTERTo present MCE programs to learners, the following hardware is required:1. An Apple II (with Applesoft in ROM or on language card), Apple

II+ , Apple lie, or Apple lie — 48k minimum.2. Any size video monitor or regular television with the appropriate

adapter — although color displays are preferable.3. One disk drive.

THE MONITOR OR TVMCE programs may be run using either a video monitor or TV, providedthe appropriate cables and adapters are used. A video monitor will usuallyprovide a better picture than the regular TV. A black and white monitormay be used, but MCE programs are most effective in color. It is usuallyrecommended that the display unit be switched on before turning on themicrocomputer.THE DISK DRIVEMCE programs are stored on 5!4-inch floppy disks. The information contained on a disk is transferred into the microcomputer periodically bymeans of a disk drive.

CABLES AND LINKAGEThe Apple microcomputer comes with introductory information to assistin setting up and operating the equipment. Make sure the cables andlinkages between all components are the ones specified for the machineand are properly connected.

PROGRAM SECURITYAll MCE program disks are copyrighted and secured using a number of security systems. Any attempt to copy these disks will be an infringement ofcopyright law and may destroy the program.

REFERENCES

Austin, Glenn with Julia Stone Oliver and John C. Richards. The Parents'Guide to Child Raising. Englewood Cliffs, NJ: Prentice-Hall, Inc.,1978.

Baker, Katherine Read and Xenia F. Fane. Understanding and GuidingYoung Children. Englewood Cliffs, NJ: Prentice-Hall, Inc., 1975.

Gruenberg, Sidonie Matsner, ed. The New Encyclopedia of Child Careand Guidance. NY: Doubleday and Co., Inc., 1968.

Kenny, James and Mary. Whole-Life Parenting. NY: Continuum, 1982.Lansky, Vicki. Practical Parenting Tips. Deephaven, MN: Meadowbrook

Press, 1982.LeShan, Eda. "The Pros and Cons of Spanking." Woman's Day, July

1972, p. 34.Lowndes, Marion. A Manual for Baby Sitters. Boston-Toronto: Little,

Brown and Co., 1974.Rogers, Fred. "Child Discipline: Just Any Old Threat Won't Do" ("In

sights Into Childhood" column). Kalamazoo Gazette, September 8,1985.

Rosemond, John K. Parent Power! Charlotte, NC: East Woods Press,1981.

Salk, Ph.D., Lee. The Complete Dr. Salk. NY: The New American Library, Inc., 1983.

Samuels, M.D., Mike and Nancy. The Well Baby Book. NY: SummitBooks, 1979.

Saunders, Rubie. Babysitting for Fun and Profit. NY: Pocket Books, division of Simon and Schuster, Inc., 1984.

White, Burton L. A Parent's Guide to the First Three Years. EnglewoodCliffs, NJ: Prentice-Hall, Inc., 1980.

Wright, Ph.D., Logan. Parent Power: A Guide to ResponsibleChildrearing. NY: Psychological Dimensions, Inc., 1978.♦♦Additional emergency/first aide information was provided by theBorgess Medical Center and Bronson Methodist Hospital. Both facilities are located in Kalamazoo, MI.

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MICROCOMPUTEREDUCATIONAL PROGRAMS

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